Defense Commission

“THE PERCEIVED IMPACT OF
REMOTE LEARNING TO THE

LEARNING CAPACITY AND
EMOTIONAL BEHAVIOR OF
GRADE 12 ACADEMIC TRACK
STUDENTS AMIDST THE
PANDEMIC”

RESEARCHER:
 JANNIEL R. VILLANUEVA
RESEARCH DESIGN:
Quantitative – Descriptive Correlation
VARIABLES
INDEPENDENT VARIABLE: Remote
Learning
DEPENDENT VARIABLE: Students Learning
Capacity and Emotional Behavior
SETTING:
Sta. Catalina National High School Senior High
Department
POPULATION:
Grade 12 Academic Track Students
SAMPLE/ RESPONDENTS:
10 Students from academic track
4 – Humss
3 – Stem
3 - Abm
SAMPLING DESIGN:
Probability Sampling Procedure

Stratified Random Sampling
Technique
STATEMENT OF THE PROBLEM:
Specifically, this research sought to answer the
following questions:
 What are the factors that affect the capacity of
students to learn during the remote learning
modality?
 How does this mode of delivery affect the
students way of thinking and emotional state?
 How convenient the remote learning to the
students to be encouraged to learn and satisfied?
 What are the major obstacles face by the students
in facilitating learning during remote learning?
DATA PRESENTATION AND ANALYSIS:

𝑥̃ SD VI
I was encourage to take responsibility for 1.4 0.49 A

my own learning
I was able to work through the subject 1.4 0.49 A

material at my own pace
It was easy to navigate the subject learning 1.5 0.5 A
material
The face – to – face resource were valuable 1.4 0.49 A
when supplemented with online learning
Electronic communication with the subject 1.3 0.46 A

lecturer was useful
A𝑥̃ 1.4 0.49 A

𝑥̃ SD VI
Feeling nervous, anxious, or on edge 1.3 0.64 NE
Not being able to stop or control worrying 1.2 0.4 NE
Being so restless that it’s hard to sit still 1.3 0.46 NE
Becoming easily annoyed or irritable 1.1 0.3 NE
Feeling afraid as if something awful might 1.2 0.4 NE

happen
Worrying too much about different things 1.2 0.4 NE
Trouble Relaxing 1.4 0.49 NE

Calm and relaxed 3.8 0.6 NAA
Active and vigorous 3.5 0.67 NAA
Woke up feeling fresh and rested 3.7 0.99 NAA
Cheerful in good spirits 3.1 1.22 NAA
Filled with things that interest me 2.2 1.47 MD
A𝑥̃ 2.083 0.67 MD

Table III. Weighted Mean Distribution of Responses regarding the factors that
satisfied students to learn and enjoyed the remote learning
For my remote learning I am satisfied with 𝑥̃ SD VI
Convenience in studying 2.4 0.49 D
Access of information and learning material 2.1 0.94 D
Opportunities to interact with teachers 3.6 0.91 SD
Opportunities to interact with classmates 3.1 0.83 SD
A𝑥̃ 2.8 0.79 D

What are your learning hindrances with remote Total
learning? Check all that apply N=10
Inadequate opportunity to study with other classmates 10
Inadequate opportunity to discuss with teachers 8
Inadequate opportunity to establish peer support 10
Not confident enough to handle difficult task with 9

online learning mode
Difficult to apply concepts taught 7

CONCLUSIONS:
From the findings presented and evaluated, the researcher
had come up with the following conclusions:
1.Students agree that they need to be self efficient and take
responsibility for their own learning. They found that face to
face resource were valuable when supplemented with online
learning and electronic communication with the subject
lecturer was useful. But on the other hand they can also
able to work through the subject material at their own pace
because most of them can easy navigate the subject
learning material.
2. More than half of the days students were facing and
feel bothered with different emotional state that severely
affects their way of thinking, behavior, and learning
process. Specifically: nearly everyday, they are feeling
nervous, anxious, or on edge, they are not being able to
stop or control worrying, they are being so restless that
it’s hard to sit still, they are becoming easily annoyed or
irritable, they are feeling afraid as if something awful
might happen, they are worrying too much about
different things and they are in Trouble Relaxing. Due to
remote learning, Not at all they are calm and relaxed ,
active and vigorous, woke up feeling fresh and rested,
and cheerful in good spirits. Therefore, More than half of
the days, they are filled with things that interest them.
3. Majority of the students disagree and not feel satisfied
to learn and study with remote learning. Specifically, they
disagree that there’s a convenience in studying, access
of information and learning material and opportunities to
interact with teachers and classmates.
4.Students were facing a lot of hindrances in learning that
cause effects to them particularly to their learnings.
Specifically, they are facing inadequate opportunity to
study with other classmates and discuss with teachers,
inadequate opportunity to establish peer support, not
confident enough to handle difficult task with online
learning mode and difficulties in applying the concepts
taught.
RECOMMENDATIONS:
Base on the findings and conclusion, the researcher had
come up with the following suggestions:
•For students to broaden understanding and awareness
of the effects of remote learning on their learning,
thinking, and emotions. It is important to have
awareness of their own situation to prevent the threat
of resulting in much more serious issues.
•For parents to guide their children especially those
who experience various problems regarding remote
learning. They can support their children and help to
surpass the difficulties they have been through by asking
and comforting them.
• For teachers to give more attention on the students
welfare and guide them especially those who have
experience difficulties in adapting the new education
system. It is important that the they understands and
aware of the situation that students go through with
the remote learning
• For future researcher’s to conduct another research
that will focus on the negative effects of remote
learning to the students , parents and also teachers.
They need to know how they can lessen or either
eradicate the effects especially when it cause too
much to them.
• For SHS Administrators to manage and discuss this issue so
that they can take immediate steps that will help the
welfare of the student such as providing the exact quantity
of the activities to the students and providing the
opportunity for teachers and students to have good
communication to better facilitate learnings and lessen the
pressure to students that cause emotional problems.
• For the Department of Education to implement a
memorandum that will show concerns to the student’s
mental and emotional being, which requires teacher and
other teaching personnel to monitor and find out if the
students are suffering from serious emotional and mental
concerns which affects the learning process. So that they can
further perform mental and emotional break for students.

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Defense Commission

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“THE PERCEIVED IMPACT OF

REMOTE LEARNING TO THE

Probability Sampling Procedure

I was encourage to take responsibility for 1.4 0.49 A

I was able to work through the subject 1.4 0.49 A

Electronic communication with the subject 1.3 0.46 A

Feeling nervous, anxious, or on edge 1.3 0.64 NE

Not being able to stop or control worrying 1.2 0.4 NE

Being so restless that it’s hard to sit still 1.3 0.46 NE

Becoming easily annoyed or irritable 1.1 0.3 NE

Feeling afraid as if something awful might 1.2 0.4 NE

Trouble Relaxing 1.4 0.49 NE

Active and vigorous 3.5 0.67 NAA

Woke up feeling fresh and rested 3.7 0.99 NAA

Cheerful in good spirits 3.1 1.22 NAA

Filled with things that interest me 2.2 1.47 MD

A𝑥̃ 2.083 0.67 MD

Convenience in studying 2.4 0.49 D

Access of information and learning material 2.1 0.94 D

Opportunities to interact with teachers 3.6 0.91 SD

Opportunities to interact with classmates 3.1 0.83 SD

A𝑥̃ 2.8 0.79 D

Inadequate opportunity to study with other classmates 10

Inadequate opportunity to discuss with teachers 8

Inadequate opportunity to establish peer support 10

Not confident enough to handle difficult task with 9

Difficult to apply concepts taught 7

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